Posters, Addresses, & Presentations from CYFSCopyright (c) 2017 University of Nebraska - Lincoln All rights reserved.http://digitalcommons.unl.edu/cyfsposters
Recent documents in Posters, Addresses, & Presentations from CYFSen-usFri, 13 Jan 2017 20:54:42 PST3600Processes and Procedures for Maximizing Success in Conjoint Behavioral Consultationhttp://digitalcommons.unl.edu/cyfsposters/31
http://digitalcommons.unl.edu/cyfsposters/31Tue, 05 Jun 2007 14:40:11 PDT
Overview of Home-School Partnerships “... parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours... No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together” (Peterson & Cooper, 1989; pp. 229, 208).
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Susan M. Sheridan et al.Is conjoint behavioral consultation partnership-centered: An exploratory analysis.http://digitalcommons.unl.edu/cyfsposters/30
http://digitalcommons.unl.edu/cyfsposters/30Tue, 05 Jun 2007 14:30:30 PDT
Family-Centered, Strengths-Based Perspective Conjoint Behavioral Consultation CBC as a Partnership-Centered Model Methods Theme Identification Scale Development Reliability Training Analysis Results Plan Development Partnership-Centered Rating and Practices Partnership-Centered Practices: Missed Opportunities Limitations and Future Directions
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Susan M. Sheridan et al.Multisystemic conjoint behavioral consultation: Training leaders in interdisciplinary collaboration.http://digitalcommons.unl.edu/cyfsposters/29
http://digitalcommons.unl.edu/cyfsposters/29Tue, 05 Jun 2007 14:21:56 PDT
- Approximately 20% of children and adolescents are affected by a mental disorder (National Institute of Mental Health, 2005), 22% suffer from obesity, and an additional 10% suffer from asthma (Creer & Bender, 1995; Troiano, Flegal, Kuczmarski, Campbell, & Johnson, 1995). - Educational reform emphasizes that schools must begin to address how such mental and physical health issues are potential barriers to learning (Adelman & Taylor, 1998). - An interdisciplinary approach is necessary to meet the multiple needs of children across systems (Power, Shapiro, & DuPaul, 2003). - The National Institute of Mental Health (NIMH), American Psychological Association (APA), and the National Association of School Psychologists (NASP) have developed specific training guidelines for intersystemic collaboration (Power, DuPaul, Shapiro, & Kazak, 2003). - Recently, pediatric school psychology training has been recommended to promote interdisciplinary collaboration and communication (Power, DuPaul, Shapiro, & Kazak, 2003; Shaw, 2003). - To address this need, a collaborative partnership between the School Psychology program at the University of Nebraska-Lincoln (UNL) and the Munroe Meyer Institute of the University of Nebraska Medical Center (UNMC) was developed to provide school psychology doctoral students with interdisciplinary leadership training. - From this partnership, an interdisciplinary approach to working with children and families was developed called multisystemic conjoint behavioral consultation.
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B.L. Clarke et al.Pediatric School Psychology: Opportunities and Perspectives on Training and Practicehttp://digitalcommons.unl.edu/cyfsposters/28
http://digitalcommons.unl.edu/cyfsposters/28Tue, 05 Jun 2007 14:19:27 PDT
Expanded Model: Address Continuum of Need Targeted Intervention Process of School Reintegration Indicated Level of Prevention Universal Level of Prevention Implications for School Psychologists Interdisciplinary, Intersystemic Collaboration in Pediatric School Psychology CBC in a Pediatric Context School Psychology Leadership Specialization in Family-Centered Interdisciplinary Collaboration
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Susan M. Sheridan et al.Training in pediatric school psychology: A model for interdisciplinary collaborationhttp://digitalcommons.unl.edu/cyfsposters/27
http://digitalcommons.unl.edu/cyfsposters/27Tue, 05 Jun 2007 09:02:14 PDT
- Approximately 20% of children and adolescents are affected by a mental disorder (National Institute of Mental Health, 2005), 22% suffer from obesity, and an additional 10% suffer from asthma (Creer & Bender, 1995; Troiano, Flegal, Kuczmarski, Campbell, & Johnson, 1995). - Educational reform emphasizes that schools must begin to address how mental and physical health issues are potential barriers to learning (Adelman & Taylor, 1998). - An interdisciplinary approach is necessary to meet the multiple needs of children across systems (Power, Shapiro, & DuPaul, 2003). - The National Institute of Mental Health (NIMH), American Psychological Association (APA), and the National Association of School Psychologists (NASP) have developed specific training guidelines for intersystemic collaboration (Power, DuPaul, Shapiro, & Kazak, 2003). - Recently, pediatric school psychology training has been recommended to promote interdisciplinary collaboration and communication (Power, DuPaul et al., 2003; Shaw, 2003). - To address this need, a collaborative partnership between the School Psychology Program at the University of Nebraska-Lincoln (UNL) and the Munroe Meyer Institute at the University of Nebraska Medical Center (UNMC) was developed to provide school psychology doctoral students with interdisciplinary leadership training. - From this partnership, an interdisciplinary approach to working with children and families was developed through the application of CBC in a pediatric setting.
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J.D. Burt et al.Roles and Functions: School Psychology Within a Pediatric Settinghttp://digitalcommons.unl.edu/cyfsposters/26
http://digitalcommons.unl.edu/cyfsposters/26Tue, 05 Jun 2007 08:57:51 PDT
Pediatric School Psychology -With an increasing number of children with chronic health conditions, the concept of pediatric care has expanded from a primarily medical emphasis to one that is more comprehensive and includes the disciplines of psychology and education (Perrin, 1999). -Children with developmental disabilities experience symptoms that affect their physical, academic, behavioral, developmental, and social functioning; therefore, collaboration among interdisciplinary professionals is essential. -Pediatric school psychology represents an “emergence of a subspecialty” within school psychology and includes the competencies of both school psychology and health psychology (Power, DuPaul, Shapiro, & Parrish, 1995). -Pediatric school psychologists serve as a liaison among families, educational professionals, and health care providers. Training in pediatric school psychology has been recommended to promote interdisciplinary collaboration and communication among families, schools, and health care providers (Power, DuPaul, Shapiro, & Kazak, 2003; Shaw, 2003). -With expertise in learning and development as well as consultation and intervention, school psychologists are uniquely qualified to facilitate collaborative efforts across home, school, and medical settings (Shapiro & Manz, 2004).
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Stephanie C. Olson et al.Handouts for “Pediatric school psychology service delivery: Benefits and barriers”http://digitalcommons.unl.edu/cyfsposters/25
http://digitalcommons.unl.edu/cyfsposters/25Tue, 05 Jun 2007 08:52:03 PDT
Handouts for “Pediatric school psychology service delivery: Benefits and barriers”
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Emily D. Warnes et al.Conjoint Behavioral Consultation and Diversity: Research Findings and Directionshttp://digitalcommons.unl.edu/cyfsposters/24
http://digitalcommons.unl.edu/cyfsposters/24Tue, 05 Jun 2007 08:49:43 PDT
Why Partner with Families? -The research is unequivocal… -When parents are actively engaged in their child’s development and learning, there are important benefits for children, families, and schools -Parent-professional (home-school) partnerships are predictive of increased academic performance, socioemotional benefits, better work habits, more consistent school attendance, school completion, and greater connections between home and school
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Susan M. SheridanGeneralization of Parent and Teacher Experiences in CBC: Where Are They Now?http://digitalcommons.unl.edu/cyfsposters/23
http://digitalcommons.unl.edu/cyfsposters/23Tue, 05 Jun 2007 08:46:25 PDT
• Conjoint behavioral consultation (CBC) is a structured, indirect model wherein a consultant works with a parent and teacher together to promote collaborative, problem-solving partnerships across home and school settings (Sheridan, Kratochwill, & Bergan, 1996). • Goals of CBC are to address child concerns shared by parents and teachers, enhance problem-solving skills of parents and teachers, and promote future home-school partnerships. • CBC has been shown to be effective in addressing a range of behavioral, social, and academic concerns (Kratochwill, Elliott, & Busse, 1998; Sheridan, Eagle, Cowan, & Mickelson, 2001) across home and school settings, and parents and teachers report high levels of acceptability and satisfaction with CBC (Freer & Watson, 1999; Sheridan & Steck, 1995; Sheridan et al., 2004). • To date, no research has explored parents and teachers self-reported generalization of problem-solving strategies, partnership practices, and attitudes toward home-school partnerships. In addition, there is a dearth of information on barriers that inhibit partnerships.
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Ashley M. Rohlk et al.Pediatric School Psychology Service Delivery: Benefits and Barriers http://digitalcommons.unl.edu/cyfsposters/22
http://digitalcommons.unl.edu/cyfsposters/22Tue, 05 Jun 2007 08:43:05 PDT
Children with Multifaceted Needs Pediatric School Psychology Roles of Pediatric School Psychologists Training in Pediatric School Psychology Pediatric School Psychology Training at the University Nebraska-Lincoln (UNL) Previous Research Related to UNL’s Model of Pediatric School Psychology Purpose and Research Questions Measures Procedures Return Rate
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Emily D. Warnes et al.Conjoint Behavioral Consultation: The Effectiveness of a Partnership Orientationhttp://digitalcommons.unl.edu/cyfsposters/21
http://digitalcommons.unl.edu/cyfsposters/21Tue, 05 Jun 2007 08:34:38 PDT
Families and Schools Family-Centered Perspective Partnership-Oriented Perspective Conjoint Behavioral Consultation Methods Variables Measures Procedures Analyses Results Discussion Implications for Practice Limitations and Future Directions
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Stanley A. Garbacz et al.Conjoint Behavioral Consultation: An Ecological Model to Facilitate Home-School Partnershipshttp://digitalcommons.unl.edu/cyfsposters/20
http://digitalcommons.unl.edu/cyfsposters/20Tue, 05 Jun 2007 08:27:02 PDT
Why Collaborate with Families? Conjoint Behavioral Consultation Conceptual Bases: Ecological-Behavioral Theory CBC Outcome Goals CBC Process Goals Stages of Conjoint Behavioral Consultation Problem/Needs Identification, Analysis Plan Development Treatment (Plan) Implementation
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Susan M. SheridanAchieving Behavior Change Goals and Strengthening Home-School Partnerships through Conjoint Behavioral Consultation: A Case Studyhttp://digitalcommons.unl.edu/cyfsposters/19
http://digitalcommons.unl.edu/cyfsposters/19Tue, 05 Jun 2007 08:21:55 PDT
Conjoint behavioral consultation (CBC; Sheridan, Kratochwill, & Bergan, 1996) is an indirect, structured model of service-delivery whereby parents, teachers, and support staff are joined to work together to address the academic, social, or behavioral needs of an individual for whom all parties bear some responsibility (Sheridan & Kratochwill, 1992). Conceptually and in practice, CBC is couched within the broader frameworks of home-school partnerships, collaborative problem-solving, ecological theory, and behavioral consultation. Through the CBC process, parents and teachers (i.e., consultees) work closely together with the guidance and support of the school psychologist to identify, analyze, and develop interventions for academic, social, and/or behavioral concerns across settings for an individual student. Additionally, the team collaboratively determines the efficacy of the intervention, and plans for generalization, maintenance, and/or termination. CBC content/outcome goals include: (a) obtain comprehensive and functional data over time across settings; (b) establish consistent treatment programs across settings; (c) improve the skills, knowledge and behaviors of all parties; (d) monitor behavioral contrast and side effects during treatment implementation; (e) enhance generalization of maintenance of treatment effects across settings; and (f) develop skills and competencies to promote further independent conjoint problem solving (Sheridan, Kratochwill, & Bergan, 1996). CBC process/relational goals include: (a) increase communication and knowledge about family; (b) improve relationship among the child, family and school personnel; (c) establish home-school partnership; (d) promote shared ownership for problem definition and solution; (e) increase parent and teacher commitments to educational goals; (f) recognize the need to address problems as occurring across rather than within settings; (g) promote greater conceptualization of a problem; and (h) increase the diversity of expertise and resources available (Sheridan, Kratochwill, & Bergan, 1996). CBC has received much empirical support to date (see Sheridan, 1997 for a review; see Sheridan, Eagle, Cowan, & Mickelson, 2001 for a large scale outcome study); however, much of the data obtained through CBC has been in relation to elementary-aged children, with limited application of CBC to pre-school aged children. More research is needed to determine the application and efficacy of CBC for use with this population.
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Richard J. Cowan et al.Family-School Partnerships: Creating Essential Connections for Student Successhttp://digitalcommons.unl.edu/cyfsposters/18
http://digitalcommons.unl.edu/cyfsposters/18Tue, 05 Jun 2007 08:18:09 PDT
Why Family-School Partnerships?? “... parents take their child home after professionals complete their services and parents continue providing the care for the larger portion of the child’s waking hours... No matter how skilled professionals are, or how loving parents are, each cannot achieve alone what the two parties, working hand-in-hand, can accomplish together” (Peterson & Cooper, 1989; pp. 229, 208).
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Susan M. SheridanCulturally Sensitive Services Using CBC: A Case Illustrationhttp://digitalcommons.unl.edu/cyfsposters/17
http://digitalcommons.unl.edu/cyfsposters/17Tue, 05 Jun 2007 08:14:49 PDT
Multicultural Contexts: •The United States is becoming an increasingly diverse nation. In 2000, 38% of the US population under the age of 18 was non-Anglo whites and nonwhites. It has been estimated that by the year 2030, the number of Latino children, African American children, and children of other races will increase by 5.5, 2.6 and 1.5 million, respectively (Children’s Defense Fund, 1989). •Diversity factors have been identified as “social boundaries” that challenge attempts to build collaborative relationships across home and school systems (Giles, 2002). •Strong, positive relationships between the home and school systems have been shown to improve a child’s educational experience (Christenson & Sheridan, 2001), and this positive relationship is critical in addressing the needs of diverse families and children (Sheridan, 2000). •School psychologists are in a unique position to take the lead in identifying effective methods for working with families of diverse cultural backgrounds to break down these boundaries, and to strengthen relationships among homes and schools.
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Diane C. Marti et al.Home/School/Community Collaboration: Connections for Kidshttp://digitalcommons.unl.edu/cyfsposters/16
http://digitalcommons.unl.edu/cyfsposters/16Tue, 05 Jun 2007 08:05:22 PDT
“Community” The Importance of Connections for Kids Relationships & Engagement Parent Engagement Indicators of Parent Engagement Beyond Parent Engagement: The Importance of Continuity From an “Engaged Parent” to an “Engaged Partnership” Defining Characteristics of Engaged Partnerships Role of the School Psychologist
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Susan M. SheridanCulturally Sensitive Services Using CBC: A Case Illustrationhttp://digitalcommons.unl.edu/cyfsposters/15
http://digitalcommons.unl.edu/cyfsposters/15Fri, 01 Jun 2007 15:33:49 PDT
•The United States is becoming an increasingly diverse nation. In 2000, 38% of the US population under the age of 18 was non-Anglo whites and nonwhites. •In addition, since the 1990-91 school year, the LEP population has grown approximately 105%, while the general school population has grown only 12%.•Many ethnic minority students in English Language Learner (ELL) programs have difficulties achieving in the general education curriculum, and are considered at risk for academic failure (Barona & Garcia, 1990). •Strong, positive relationships between the home and school systems have been shown to improve a child’s educational experience (Christenson & Sheridan, 2001), and this positive relationship is critical in addressing the needs of non-English speaking, diverse families (Sheridan, 2000). •School psychologists are in a unique position to take the lead in identifying effective methods for working with families of diverse cultural backgrounds and to work effectively within systems to strengthen relationships among homes and schools. Additionally, identifying effective ways to utilize interpreters in the consultation process is important for families of ELL students.
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Diane C. Marti et al.Families and Schools in Partnership: Creating Connections for Student Successhttp://digitalcommons.unl.edu/cyfsposters/14
http://digitalcommons.unl.edu/cyfsposters/14Fri, 01 Jun 2007 15:25:05 PDT
Why Family-School Partnerships? What Do We Mean by “Partnership?” Families and Schools as “Partners” Characteristics of Effective Partnerships Family-School Partnerships: Research Findings General Research Findings Research Findings Related to Outcomes Family-School Partnerships: Theoretical Underpinnings The Importance of Continuity Conjoint Behavioral Consultation: A Definition Conjoint Behavioral Consultation Conceptual Bases: Ecological-Behavioral Theory Stages of CBC Problem Solving CBC Outcome GoalsOutcome Research in CBC Child Participants Analyses Results Research Conclusions: Problem Solving Outcomes of CBC Relational/Process Goals in CBC Process Research in CBC Congruity Research Research Conclusions: Process Variables in CBC
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Susan M. SheridanFamily Interventions: Will What We Know Now Change What We Do in the Future?http://digitalcommons.unl.edu/cyfsposters/13
http://digitalcommons.unl.edu/cyfsposters/13Fri, 01 Jun 2007 15:18:54 PDT
-There are intervention programs that are efficacious or promising. -There is documented support for models that address various needs. -Programs that bring families and schools together tend to fare better than those that work in isolation.
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Susan M. SheridanANNUAL REPORT OF THE NEBRASKA CENTER FOR RESEARCH ON CHILDREN, YOUTH, FAMILIES AND SCHOOLShttp://digitalcommons.unl.edu/cyfsposters/12
http://digitalcommons.unl.edu/cyfsposters/12Fri, 01 Jun 2007 15:15:38 PDT
HISTORY OF CYFS CENTER SPOTLIGHT RESEARCH METHODOLOGY SERIES INNOVATIVE EDUCATION AND TECHNOLOGY NATIONAL SPOTLIGHT SIGNATURE SPEAKER COLLABORATING RESEARCH FACULTY INTERNATIONAL SPOTLIGHT ZAMBIA WEEK AT UNL SPOTLIGHT ON FUNDED GRANTS EARLY CHILDHOOD FOCUS: GETTING READY PROJECT MOUNTAIN PRAIRIE UPGRADE PARTNERSHIP – EARLY CHILDHOOD SCHOOL-AGE CHILDREN FOCUS: CBC IN THE EARLY GRADES PARENTS AS TUTORS PRE-SERVICE TEACHER FOCUS: GEOSCIENCE EDUCATION CAPACITY BUILDING AND GROWTH INVESTING IN RESEARCH SUPPORT INVESTING IN CAMPUS RESEARCHERS EXTERNAL FUNDING EXTERNAL GRANT AWARDS FACULTY AFFILIATES OF THE CENTER STUDENT AFFILIATES OF THE CENTER
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